Curriculum Overview – Reception 2017-2018

Autumn / Spring / Summer
Religion / -  Creation
-  People who care for us
-  Advent
-  Christmas / -  Baptism
-  People who help us
-  Lent
-  Holy week/Easter / -  Easter
-  Pentecost
-  Prayer
Personal, Social and Emotional development / -  How to initiate conversations attends to and takes account of what others say.
-  Confident to speak to others about own needs, wants, interests and opinions.
-  Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
-  Aware of the boundaries set, and of behavioural expectations in the setting. / -  Explains own knowledge and understanding, and asks appropriate questions of others.
-  Can describe self in positive terms and talk about abilities.
-  Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
-  Takes steps to resolve conflicts with other children, e.g. finding a compromise. / Early Learning Goals
Making relationships- Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Self confidence and self awareness- Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for
their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour-
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Communication and language / -  To use language to imagine and recreate roles and experiences in play situations.
-  To introduce a storyline or narrative into their play.
-  To maintain attention, concentrate and sit quietly during appropriate activities.
-  Responds to instructions involving a two-part sequence. / -  Two-channelled attention – can listen and do for short span.
-  Able to follow a story without pictures or props.
-  Listen and respond to ideas expressed by others in conversations or discussion.
-  To extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
-  Links statements and sticks to a main theme or intention.
-  Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. / Early Learning Goals
Listening and attention-
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding-
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking-
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development / -  Experiments with different ways of moving.
-  Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
-  Shows a preference for a dominant hand.
-  Begins to use anticlockwise movement and retrace vertical lines.
-  Begins to form recognisable letters.
-  Usually dry and clean during the day.
-  Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
-  Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. / -  Jumps off an object and lands appropriately.
-  Travels with confidence and skill around, under, over and through balancing and climbing equipment.
-  Handles tools, objects, construction and malleable materials safely and with increasing control.
-  Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
-  Uses simple tools to effect changes to materials.
-  Eats a healthy range of foodstuffs and understands need for variety in food.
-  Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
-  Shows understanding of how to transport and store equipment safely.
-  Practices some appropriate safety measures without direct supervision. / Early Learning Goals
Moving and handling-
Children show good control and co- ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self care-
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Understanding the world / -  Enjoys joining in with family customs and routines.
-  Completes a simple program on a computer. / -  Looks closely at similarities, differences, patterns and change.
-  Interacts with age-appropriate computer software / Early Learning Goals
People and communities-
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world-
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology-
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design / -  Begins to build a repertoire of songs and dances.
-  Explores what happens when they mix colours.
-  Create simple representations of events, people and objects.
-  Initiates new combinations of movement and gesture in order to express & respond to feelings, ideas and experiences.
-  Introduces a storyline or narrative into their play.
-  Plays alongside other children who are engaged in the same theme.
-  Experiments to create different textures. / -  Explores the different sounds of instruments.
-  Understands that different media can be combined to create new effects.
-  Manipulates materials to achieve a planned effect.
-  Uses simple tools and techniques competently and appropriately.
-  Chooses particular colours to use for a purpose.
-  Plays cooperatively as part of a group to develop and act out a narrative Constructs with a purpose in mind, using a variety of resources.
-  Selects appropriate resources and adapts work where necessary.
-  Selects tools and techniques needed to shape, assemble and join materials they are using. / Early Learning Goals
Exploring and using media and materials-
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use
and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative-
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.